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Creating faculty buy-in for accessibility | Proposal No: 2699 | Bios & Handouts |
Speaker(s)
- Kristi O'Neil-Gonzalez, CSU Channel Islands
Topic Area:
| Length of Session (in hours): 1-hr | Format: Lecture | Expertise Level: All Levels | Type of session: Not provided |
Summary of Session |
| The results of an action research project focused on improving faculty knowledge on creating accessible instructional materials will be shared. Learn about how to create a culture of participation and gain faculty buy-in for developing accessible instructional materials. |
Abstract |
| The results of an action research project focused on accessible instructional materials will be shared. The problem this study addressed was the fact that existing support for learning about accessible materials was not being used; resulting in faculty not knowing how to create accessible instructional materials. To address this problem a small scale intervention was designed to teach faculty how to create accessible syllabi. The intervention was a personalized one-on-one experience consisting of three phases. Phase one included a screenreader demonstration and assessment of existing syllabi. Phase two was video based training and revisions. Phase three was post-assessment. Through this research, we learned that with minimal intervention and time commitment faculty acquired the skills and strategies necessary for creating accessible syllabi. Next steps involve scaling this effort to reach additional faculty and examine the generalizability of knowledge to additional course materials. |
Keypoints
- Effective strategies for increasing faculty buy-in
- Methods for teaching faculty about accessibility
- How to leverage video based training
Speaker Bio(s)
Kristi O'Neil-Gonzalez
Kristi began working at CSU Channel Islands as the Blended Learning Preparation Program (BLPP) student assistant under the leadership of Jill Leafstedt. Upon graduating, she transitioned into her current position as an Instructional Designer. In addition to her campus responsibilities, she is pursuing her graduate degree in Learning Technologies at Pepperdine University; the focus of her action research is accessibility. She will graduate in May 2015. She is an access advocate and strong supporter of utilizing technology to meet the needs of a diverse student body and supporting faculty as they explore teaching & learning with technology.